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ERIC Number: ED537826
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: ERIC
Reference Count: 8
Congruence within the Parent-Teacher Relationship: Associations with Children's Functioning. CYFS Working Paper No. 2012-2
Kim, Elizabeth Moorman; Minke, Kathleen M.; Sheridan, Susan M.; Koziol, Natalie; Ryoo, Ji Hoon; Rispoli, Kristin M.
Nebraska Center for Research on Children, Youth, Families and Schools
Meaningful interactions between families and schools benefit multiple facets of children's functioning including their academic, social, and behavioral adjustment. Positive relationships between parents and teachers predict children's enhanced social-emotional functioning and academic adjustment across time. Studies of parent-teacher relationships often focus on the association of child outcomes with separate parent or teacher reports of their relationship quality. Little attention has focused on the congruence of perceptions within parent-teacher dyads. It may be the case that when parents and teachers view their relationship in a similar positive light, better connections or partnerships across the home and school environments result, thereby enhancing children's functioning. Conversely, when parents and teachers hold discrepant views about their relationship, or both view it negatively, they may be less likely to communicate and share goals for children; this disconnect may impede children's functioning. This study examined the degree to which congruity and incongruity in parent and teacher views of their relationship are related to children's academic, social, and behavioral functioning. The study found that teachers' ratings of children's social-emotional functioning, including social skills and behavior, are associated with congruence in parent and teacher views of their relationship. It is possible that teachers' versus parents' perspectives on children's skills are more heavily influenced by the way they regard parent-teacher relationships. Congruence in parents' and teachers' views of their relationship was not related to academic functioning in children. (Contains 2 tables.) [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.]
Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)